But teachers who are interested inproblem-based STEAM instructionneed more than support fromleaders. They also need guidanceand lesson ideas. In that context,let me outline another simpleexample—gardening.Numerous research studiesunderscore the merits andpositive effects of garden-basedlearning (Blair, 2009; Han et al., 2015; Wirkala& Kuhn, 2011), findings that I can attest to frommy own experiences. Gardening is problem-based learning by nature and highly amenableto rigorous STEAM instruction. The engineeringdesign process is inherent in any horticulturalendeavor, as are life skills and character devel-opment. Seed packages are rich with math andscience content, including measurement andfractions, calendar and times, maps skills andgeography, and climate and seasons. Gardeningis also perfect for teaching experimental designand variables (that is, dependent, independent,control, and confounding). Indeed, gardenprojects provide a relevant context for manycore ideas in science, including the basic needsof organisms, ecosystems and habitats, foodchains and webs, physical and chemical prop-erties and changes, classification, weathering anderosion, symbiotic relationships, cells and micro-organisms, conservation, and sustainability.And consider the possibilities for inter-disciplinary links. Imagine 5th grade studentsgrowing their own Victory Garden at schoolwhile studying WWII in social studies, plantEL Online

For a discussion of other STEM projects,see the online article “Problem Solvingin Education: A Global Imperative”by Dennis Shirley and Pak Tee Ng atwww.ascd.org/el1017shirley.

Fifth graders at Inman Road Elementary School in Fayetteville, Georgia, get a science lesson by testing
a solar oven they designed and built themselves.